Documente Academic
Documente Profesional
Documente Cultură
Contents
Introduction:............................................................................................................................................................................2
State Standards:.......................................................................................................................................................................2
Prompt:.................................................................................................................................................................................... 3
Grading:................................................................................................................................................................................... 4
Calendar:..................................................................................................................................................................................6
Kickoff...................................................................................................................................................................................... 7
Day 1: 55-minute classes......................................................................................................................................................7
Traveling Discussion...............................................................................................................................................................10
Day 2 Family Structure.......................................................................................................................................................10
Day 6 Discipline.................................................................................................................................................................. 12
Day 10 Food....................................................................................................................................................................... 12
Day 14 Student Generated topic(s)....................................................................................................................................12
Snowball Discussion:..............................................................................................................................................................13
Day 3 Life Cycles.................................................................................................................................................................13
Day 7 Time and space.........................................................................................................................................................15
Day 11 Health and Hygiene................................................................................................................................................15
Speed Dating Discussion:.......................................................................................................................................................16
Day 4 Roles and interpersonal relationships......................................................................................................................16
Day 8 Religion..................................................................................................................................................................... 16
Day 12 History, traditions, and Holidays............................................................................................................................16
Finishing Work:...................................................................................................................................................................... 17
Editing and compiling Days 5, 9, 13 and 15........................................................................................................................17
Weebly Day: Day 5................................................................................................................................................................. 17
Works Cited............................................................................................................................................................................ 20
Resources............................................................................................................................................................................... 20
Introduction:
My Unit will be the kickoff assignment in my class. I will start with the question “Who am I?” I will use this
question and this original narrative assignment as a fundamental exercise that I will use or refer to for most, if not all,
future assignments for the year. I want to focus on writing an in-depth cultural identity profile. It will contain nine
categories of cultural content including Family structure, life cycles, roles and interpersonal relationships, discipline, time
and space, religion, food, health and hygiene, history traditions and holidays (Peregoy and Boyle). I want to change up the
get-to-know-you assignment that many students dread at the beginning of school. I want students to begin to endeavor to
answer the question “Who am I?” I want this question to be forefront in their minds as they read and write all year. This
CIP would serve several purposes throughout the year. First, it would allow the students to have a better grasp of who
they are as they approach different reading and writing assignments. Many writing assignments ask the writer to access
and explore their personal feeling and experiences, and this will serve as a resource to help and as a prewriting self-
research document. This writing unit will also lay the groundwork for exploring different characters in books and readings
throughout the year. The students will create cultural profiles for a character as part of their novel study work and use
them as resources when writing narratives. The process of doing a cultural identity profile will increase their
understanding of how to write characters. They will also be useful in establishing an audience for their writing projects.
Elements of the profile will be familiar to them and be forefront in their minds when developing their writing towards a
specific audience. Finally, it will provide me as the teacher with a more comprehensive view of my students. I will be more
informed and better able to implement different accommodations for students. It will be a fantastic way for me to get to
know them and their writing skills.
State Standards:
Writing
11-12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that
which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful for
comprehension.
11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique,
well‐chosen details, and well‐structured event sequences.
11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards
1–3 above.)
11-12.W.6 Use technology, including the internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
• Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal
• Present information using various forms of multimedia technology appropriate to the task, purpose, and
audience
Language Standards:
• Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)
ISTE Standard
• #6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Prompt:
Who am I? A Cultural Identity Profile
When we write anything, we must do so with an audience in mind. Who are you as an audience? When we read,
we filter that information and experience through our own thoughts and experiences. To understand others, we must first
have an understanding of ourselves.
You will create your own cultural identity profile. This will be done in stages over the next few weeks. Each writing
day you will use the discussion from class as a starting point to answer some or all the questions provided at the beginning
of the discussion or those generated during the discussion. Each writing segment should be 300-500 words long. You will
be given time in class to create this. You do not need to include anything that you don’t want to share. You do not need to
state your religion.
You will have time to edit and refine your writing segments, so when you first write them, they should be written
as first thoughts, don’t worry about editing, or mistakes. Try to simply write without concern for the form, only for the
expression. This is a narrative assignment.
When the writing segments have been completed, you will edit each one and combine them into a larger
document. You may add photos, pictures, drawings, or other visual artwork to complete the profile. This document will be
between 10 and 20 pages when you are finished, depending on the images you include. You must include at least one
image.
• Title page-with your name and the title: A Cultural Profile. You must have an image on the title page.
• Sections 1-9 will appear in this order, with these as subtitles at the top of each segment: Family Structure,
Life Cycles, Roles and interpersonal relationships, Discipline, Time and space, Religion, Food, Health and Hygiene, History,
traditions, and Holidays. Any images you choose can be included in any way you want in these sections. The final text
should be between 300-500 words in each segment and should contain no spelling or grammar errors.
• Each segment should have 2-3 sentence answers to each of the discussion questions for the segment. For
example: In the first segment there are six discussion questions. There should be 2-3 sentence answers to each of the six
questions. This will be nearly 300 words.
• Submit the rough draft of each segment on the day it is assigned in class.
• Submit the final assignment electronically as a Weebly page that we create. No Printing. You will be
adding to this document throughout the year.
Grading:
This is worth 100 points.
Class Action
minute
s
1-10 Greeting ritual- students form a circle, a question is chosen from the book, 3000 Questions
About Me. SW answer the question if they want to or pass if they don’t want to. When
everyone in the room has had a turn, including the teacher(s) and visitors, SW take their
seats.
10-15 TW Establish the Essential question: Who am I? What is my Cultural identity?
TW ask: How can we as a class answer this? Why do we need to answer it?
15-25 TW invite students to search the definition and aspects of CI and write what they find on
the board.
SW individually do a quick google search of what cultural identity is.
SW use markers to write on the board anything they think is part of cultural identity.
Possible answers: Race, religion, ethnicity, community, self-expression, language,
traditions, social class, economic class, location, virtual/imagined communities, politics,
profession, education.
25-35 TW ask: Why is this important? How does exploring and answering this question benefit us
individually or as a class?
SW offer ideas.
TW record thoughts on board. Write Why and circle it. When students offer ideas, write it,
circle it and connect it to the Why bubble. Create a why web on the board as the students
offer ideas. TW prompt whenever necessary but allow silence to draw the students to
answer.
35-40 TW ask how this might help when writing a paper? When reading an article, paper, or
novel? Introduce the idea of writing to an audience. Wrap up the discussion with final any
thoughts from the students.
40-50 TW introduce the writing prompt. Explain the plan for the next 10 days. Tell students what
they will do the next day when they come into class (after the greeting ritual). SW break
into 6 groups. They will use the supplies provided by the Teacher. They will not need
anything else. SW participate in a traveling discussion by making comments on the paper
they are given and then passing it to the next group when prompted. At the end of the
discussion they will need new supplies-computer/paper and pencil.
TW answer any questions students have.
50-55 Students may have the last 5 minutes of class for their own purpose if they have been able
to stay on task.
Objective (Explicit):
SW research the Essential Question: How can we as a class explore and express our individual cultural identities? Why
do we need to know our own CI? How can creating a CIP help us in our academic/personal life?
SW create a CIP. SW will create a Weebly page to support their CIP and other assignments during the year.
Their personal CIP will act as a foundational document for writing and reading activities throughout the year. Their CIP
will be added to throughout the year, so this unit will act as an introductory activity. The CIP will be used to help
students establish audience and thesis statements as well as character studies and literary analysis.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
SW contribute comments, thoughts or questions to large and small group discussion by voice, writing/drawing on post-it-note or posting on Paddlet discussion page.
Possible answers: Race, religion, ethnicity, community, self-expression, language, traditions, social class, economic class, location, virtual/imagined communities,
politics, profession, education.
Sub-Objectives, SWBAT (Sequenced from basic to complex)
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relative to students, their lives, and/or the real world?
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the Engage
before moving on?
Teacher Will: Students Will:
TW ask “What patterns can you see in these post it notes?” SW read the post-it’s.
TW instruct students to create groups/categories. SW categorize them.
.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning at a
deep level?
How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
How will all students articulate how their understanding has changed or been solidified?
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
11-12SL1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11–
12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Objective (Explicit):
SW answer the Essential Question: Who am I in my family? How does my family structure affect/influence who I am?
SW explore the possible ways family structure could appear in a cultural profile.
SW describe in writing their own family structure as one aspect of their cultural identity profile.
Engage
How will you activate prior knowledge?
How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
TW give the following instructions: SW listen to instructions.
SW ask questions about the instructions if they have any.
SW break into 6 groups. SW move into their assigned groups.
SW use the supplies provided by the Teacher. S may assist T in distributing supplies
SW not need anything else.
TW provide/pass out a butcher paper poster (36” square). The poster will
have a question or group of questions in the center.
TW provide/pass out markers for students to write their responses.
SW participate in a traveling discussion by writing comments or drawing
pictures on the paper they are given in response to the central question on
the paper.
SW then pass it to the next group when prompted. Groups will have 3
minutes to discuss the question(s).
TW set a timer.
SW make responses on how the question could be answered, not
necessarily how they would specifically answer it.
-Questions will be generated from the chart, or from the opening discussion
on Day 1, whenever possible/appropriate.
SW break into 5 groups of 4-6 students if not already in groups (teacher may
set the room up before class to facilitate instant groups)
TW distribute supplies.
Explore
How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to model
expected behavior or required procedures.)
How will students take the lead and actively use materials to discover information that will help them answer the question posed in the Engage?
What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
TW give an example of group function SW use markers to contribute responses on the poster.
TW draw a poster square on the board and write the central question as an SW discuss the questions with one another.
example. SW create their responses.
5.What is the relative importance of the individual family member in contrast SW read other students’ responses and respond to their comments or
to the family as a whole? the central question. This will build a conversation on the poster.
TW think aloud their answer: In my family when one of my children has a SW pass the posters at the timer
concert or game or whatever, then I always attend. I encourage the other Part 2:
children to attend and support, but I never force them. So, I might write SW open Laptops and respond to the essential question prompt. SW
down: Individual accomplishments are recognized and supported by choice. rely on the discussion posters to fuel their answers.
(TW write that on the example poster on the board). TW continue thinking SW write 300+ word response.
out loud: “But in my friends’ family the whole family always attends SW submit whatever they have at the end of class. S may add to this
everything. So, she might write down…” TW write: Individual later.
accomplishments are important, and recognition and support are essential to
the whole family.
TW ask if the students understand the process.
TW answer any questions.
TW set a 3 minute timer.
TW walk around the room checking on the groups during their discussion
and prompt their discussion when/if needed.
Part 2:
TW instruct the students to hang the posters on the wall so students can
view them.
TW instruct S to open their laptops and open and respond individually to the
assignment prompt from Canvas/Google Classroom.
TW remind students that this portion of writing needs to be specific to their
experiences.
TW remind students to write with first thoughts. Do not cross out/correct/edit
or censor, just write.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
If a Co-teacher is present, they could provide an answer for the example poster, modeling how students will interact with one another. C-TW float the
room or check on specific students to provide assistance if/when necessary.
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the Engage
before moving on?
Teacher Will: Students Will:
TW provide multiple forms of directions Part 1
Part 1 SW draw or write their responses on the poster.
TW speak directions SW select a scribe to record verbal responses when/if needed.
TW write direction on the board Part 2
TW model the process-how to follow the directions SW repeat instructions given for clarity and comprehension
TW provide an example on the board SW edit later.
Part 2 SW edit or add to their work later if necessary
TW repeat directions for part 2. SW refer to the posters from the discussion when necessary.
TW prompt students to repeat the instructions SW answer each central question with 2+ sentence responses to
TW allow headphones for individual music choice during work. create a 300+ word, 1-2 paragraph response to the essential question
TW provide an example if necessary, for students. This may be especially “Who am I in my family? How does my family structure affect/influence
necessary on the first discussion day. who I am?”
SW will title this section Family Structure.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Day 6 Discipline
Follow Traveling Discussion Format. See Day 2 lesson Plan. Refer to Grading chart for discussion questions.
Day 10 Food
Follow Traveling Discussion Format. See Day 2 lesson Plan. Refer to Grading chart for discussion questions.
11-12SL1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11–
12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Objective (Explicit):
SW answer the Essential Question:
What life cycles What are the stages in my life, my families’ lives? How do these events/periods influence/affect my
decisions and actions? How to they shape Who I am?
SW discuss, name/explain different possible life cycles or stages in life, either in their own experience or that they have heard of.
SW describe in writing life cycles or stages in their own experience/life as one aspect of their cultural identity profile.
TW roam the room and verify the G.O. are filled out for participation. TW
assist students with questions.
TW check on specific ELL students, or other IEP students to provide any
specific accommodations.
Some students may need to do this activity with a partner or small group in
the hall is the noise is upsetting. -Check with the Library to see if this activity
can be done in the larger space there.
Explore
How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to model
expected behavior or required procedures.)
How will students take the lead and actively use materials to discover information that will help them answer the question posed in the Engage?
What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
TW remind the students of the previous day’s discussion method. TW SW will jot down ideas, words, pictures, sentences or definitions and
explain this is a similar practice, but another method of grouping, called key points from discussion.
“snowball” SW with pair and group according to the instructions.
TW explain the doubling effect, discuss in pairs, then pair with another set, ***Some students may need to do this in another room/hallway if the
then a 4 with another 4=8 then 8 will pair with another 8. This should create 2 noise is too much in the classroom. ***
large groups in the last segment of discussion. Part 2:
TW ask if the students understand the process. SW open Laptops and respond to the essential question prompt. SW
TW answer any questions. rely on the discussion posters to fuel their answers.
TW set a 3 minute timer. SW write 300+ word response.
TW walk around the room checking on the groups during their discussion SW submit whatever they have at the end of class. S may add to this
and prompt their discussion when/if needed. later.
TW prompt the whole class to record thoughts/ ideas before joining another
group. This should be done when they have 1 minute left in the round.
Part 2:
TW instruct the students to return to their seats with their G.O.
TW instruct S to open their laptops and open and respond individually to the
assignment prompt from Canvas/Google Classroom.
TW remind students that this portion of writing needs to be specific to their
experiences.
TW remind students to write with first thoughts. Do not cross out/correct/edit
or censor, just write.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
If a Co-teacher is present, they will do as the T by assisting students
C-TW float the room or check on specific students to provide assistance if/when necessary.
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Schedule in Library if possible
Use “snowball deck” to avoid confusion in grouping
Allow students to use the hallway if noise is too much.
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the Engage
before moving on?
Teacher Will: Students Will:
TW provide multiple forms of directions Part 1
TW draw the pairing routine on the board SW will group and regroup when the timer goes off.
(TW deal “snowball” deck of cards that indicate who to pair with) SW discuss all questions on the G.O.
Part 1 SW draw or write their responses on the G.O.
TW speak directions Part 2
TW write direction on the board SW repeat instructions given for clarity and comprehension
TW draw an example on the board SW edit later.
Part 2 SW edit or add to their work later if necessary
TW repeat directions for part 2. SW refer to their G. O. from the discussion whenever necessary.
TW prompt students to repeat the instructions SW answer each central question with 2+ sentence responses to
TW allow headphones for individual music choice during work. create a 300+ word, 1-2 paragraph response to the essential question
TW provide an example if necessary, for students. This may be especially What life cycles What are the stages in my life, my families’ lives? How
necessary on the first discussion day. do these events/periods influence/affect my decisions and actions?
How to they shape Who I am?
SW will title this section Life Cycles.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Documents:
Group exit ticket survey-may be done as a google survey
G.O. for questions 2 sided copies
Snowball deck= cards have # for pairs, letter for 4’s, color for 8’s and a shape for 16’s
Day 8 Religion
Follow Speed dating discussion Format. See Day 4 lesson Plan. Refer to Grading chart for discussion questions.
Teachers: Subject:
Leae Brown ELA
Common Core State Standards:
11-12W6: Use technology, including the internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
Objective (Explicit):
SW create a Weebly site for ELA and begin adding the first document to the page
CIP
Weebly page with accessible domain shared with Instructor
Weebly page with correct tabs created
Weebly page with basic information created.
Weebly tab for CIP created.
CIP aspects loaded preliminarily onto page in correct order.
Sub-Objectives, SWBAT (Sequenced from basic to complex) Formative Assessments:
How will you review past learning and make connections to previous SW create 5 specific tabs in personal platform Weebly site.
lessons? 1. Name
What skills and content are needed to ultimately master this lesson 2. Profile
objective? 3. Book Club Blog
How is this objective relative to students, their lives, and/or the real 4. Personal Writing
world? 5. Projects
SW choose the background photos and style they prefer.
SW publish and share with instructor
Timetable
1-10 greeting ritual
10-15 TW perform attention grabber show and tell
15-25 TW explain the objective: to create a Weebly page.
TW show an example of the finished project
TW give the option to work independently or as a whole class
25-50 SW work from videos or SW follow teacher’s live instructions
50-55 SW publish their site
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
C-TW explain, demonstrate or clarify directions to students when needed.
Differentiation Strategy
What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional
challenge?
Video tutorial videos show step by step screen capture on exactly what to do. Students can pause video, slow it down or speed up the
playback for their own needs. Students can re-watch the short videos multiple time if necessary.
Students can customize nearly every aspect of the page if they want or they can go with preset designs and simply plug in the necessary
elements. This can be highly creative and complex or super simple.
Students can assist each other and share techniques in small groups or across the class. Students are encouraged to “play” with the platform
and get as creative as they want, to customize it, but to set up the necessary elements first. Students may complete at home but must publish
their site at the end of class for the Teacher to have access to. Sites will constantly be updated so they don’t have to be “finished” only contain
the necessary elements.
Teacher Will: Student Will:
TW allow students to choose to work independently, at their own SW be in pairs or small groups and SW give peer feedback/assistance.
pace, by following the tutorials, and asking questions when they SW watch the tutorial videos and follow the instructions to create their site.
have them. SW follow directions given by the teacher.
Or TW guide students through the process step by step. SW work in SW create the necessary 5 tabs and label each as instructed.
pairs or trios to aid one another and give immediate feedback to one SW publish their site and share a link with the teacher through
another if they choose. canvas/google classroom.
TW ask students to report when they have completed each stage by
asking “Who is finished? Raise your hand.”
“Who needs a little help?”
“Is anyone stuck?”
“Does anyone have a faster/better way to do this step?”
“If you are finished assist your group mates.”
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
C-TW explain, demonstrate or clarify directions to students when needed.
Differentiation Strategy
What accommodations/modifications will you include for specific
students? Do you anticipate any students who will need an additional
challenge?
How can you utilize grouping strategies?
Video tutorial videos show step by step screen capture on exactly what to do. Students can pause video, slow it down or speed up the playback
for their own needs. Students can re-watch the short videos multiple time if necessary.
Teacher Will: Student Will:
TW ask students to report when they have completed each stage by SW be in pairs or small groups and SW give peer feedback/assistance.
asking “Who is finished? Raise your hand.” SW watch the tutorial videos and follow the instructions to create their site.
“Who needs a little help?” SW follow directions given by the teacher.
“Is anyone stuck?” SW create the necessary 5 tabs and label each as instructed.
“Does anyone have a faster/better way to do this step?” SW publish their site and share a link with the teacher through
“If you are finished assist your group mates.” canvas/google classroom.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Resources
Group Work Exit Ticket. Use on every Group workday. Print this page 4 to a page
Discussion day 3. Print double sided. Reformat for other Snowball discussion days.
Exit Ticket
Group work Comments Writing Reading
Names
none Too none Too none Too
much much much
Fill in the names of your group. In each category fill in the box for each
members’ participation level.
Did you feel safe in your group conversation?